Constructing A Literature Concept

INTRODUCTION the form as education is developed learning of Literature comes sufficiently being questioned for some theoreticians whom they search to understand this subject. It is important to think about this question, therefore many times we perceive in relation to the education of Literature that this is atrelado to a well closed form, that is, its main concepts are transmitted to the pupils ready only to be decorated and repeated by them. This fact influence in the learning and the understanding of what it would be Literature really for the life of the pupil. It is as if it was an unknown horizon that belonged only to the poets, writers who if had become rules in Literature. In this context that the participation of the professor of Literature could be differentiated approaching the subject involving the pupil and this to feel itself as subject main of its proper learning. The problem of the education of Literature generally occurs when we conceive the concept or proper literary text as static that not accepted changes, therefore what really we perceive is that the field of Literature is, over all, moving and unstable and an analysis of a literary text can move of reader for reader, of time for time. If you are unsure how to proceed, check out Brown Jordan International.

Author Mrcia Abreu (2006) very works well the question when explaining that she must yourself be made reflections thinking to them what we can consider literature, that is, when I can consider a literary text. This question for the author is a question that has led to many errors in the hour if to evaluate a literary text and a not literary one. The cited author accents the fact of the literature concept not to be something objective and universal, but cultural and historical, to think literature is necessary to reflect on the literary terms (Mrcia Abreu, 2006) In relation to the reading of literary texts we can bring for the text the author Barbosa, for it literature never is only literature; what we read as literature is always more – it is History, Psychology, Sociology.

Attila Prince Timur Lenk

Wars do not erupt, because wars develop no personality of its own. Wars are threaded, taken, meek or broken actively from the fence: by precisely determinable warmongers politicians, arms dealers, war profiteers, secret organizations, etc. And there are also practical peacemaker, that give a region or even throughout the world to peace. Against this background, Frank Fabian’s conclusion makes sense and pulls right like a red thread through his remarks: If you studied the strategies of successful doves and popular, destructive, war-loving personalities of far fewer opportunities to wreak havoc have. As historical models, which apply the art of peace did, Frank Fabian leads the great soul Gandhi as well as the tireless Reich Chancellor Gustav Stresemann or the ancient Indian King Aschoka.

The latter was to the early days of his reign done to striking bloody wars. But then he became the South Asian version of Saul, Paul was a”peace possessed. The ancient war driver was this better taught through contact with Buddhism. In another religion the Hindu found centuries later Gandhi the power for his crazy-looking endeavor to sit up alone with the means of peace against the quite belligerent set former world of England and to give independence to India at the end. Can a similar powerful driving force of the peace be at Chancellor Stresemann. His political beliefs that drove him, however, inflexible after the first world war and persistent peace with the hereditary France to seek.

Frank Fabian takes also the warmongering side under the microscope. Running this battalion of the horror of the People devil himself, Adolf Hitler. Frank Fabian proves a death-black soul he confidently guided spring before turns away even the hell with shudder. Other blood drunkards like Napoleon Bonaparte, Attila Prince Timur Lenk, or ex-President George W. Bush are relentlessly exposed by Frank Fabian as Stirrups for the four horsemen named war.

Learning English

Worse it is that many times these same pupils leave the schools if to understand the real importance. Another problematic and interesting point of if observing are the difference of education practised for many professors permitted in English language: they teach for ones and others not. What we want to observe in this point is that many professors do not teach literatures of English language in as the degree, but teaches in particular schools. Filed under: closets. When questioned of the reasons, always it comes to baila the cited reasons already previously, or greater interference of the parents in the particular schools, and with this the collection stops with professors and of one better methodology also applied for particular education. Then, here it is the question: why this bimentality or bidirecinamentos of one exactly professor in relation to an education of same series? For all these analyzed questions, one better possible form must be searched so that let us can open this universe of importance that is the knowledge of literatures of English language for our pupils, the least in Average Ensino, however seen that it does not have nothing more rewarding in the half professor of what to feel itself carried through when its pupils if carry through intellectually.

3. The CLASSICS OF ENGLISH LITERATURES AND the NEW FICTIONS When thinking about what they are the classics, an idea immediately comes to the head: Immortality. talo Calvin in the account that a classic is a book that never finished to say what it had to say. this perspective connects in them to a double necessity: historical and conceptual. Historical, because to read a classic it is to remain itself in continuous dialogue with the past, with tradition. Conceptual, because whenever we read a classic, we incorporate new nuances in our proper abstraction contemporary. A classic workmanship obtains to become new in its arguments, its methodology or in its poetical one.